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    Lesson Plan in Science G11

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    Jovele Octobre
    The document provides a lesson plan for teaching grade 11 physical science students about momentum. The lesson plan outlines learning objectives, subject matter from various resources, procedures for hands-on activities to demonstrate momentum, practice problems, a discussion of factors that affect momentum, and an evaluation. The goal is for students to understand momentum and be able to solve one-dimensional collision problems using the law of conservation of momentum.

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    Lesson Plan in Science G11

    Uploaded by

    Jovele Octobre
    765 views5 pages
    The document provides a lesson plan for teaching grade 11 physical science students about momentum. The lesson plan outlines learning objectives, subject matter from various resources, procedures for hands-on activities to demonstrate momentum, practice problems, a discussion of factors that affect momentum, and an evaluation. The goal is for students to understand momentum and be able to solve one-dimensional collision problems using the law of conservation of momentum.

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    LESSON PLAN IN SCIENCE G11

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    The document provides a lesson plan for teaching grade 11 physical science students about momentum. The lesson plan outlines learning objectives, subject matter from various resources, procedures for hands-on activities to demonstrate momentum, practice problems, a discussion of factors that affect momentum, and an evaluation. The goal is for students to understand momentum and be able to solve one-dimensional collision problems using the law of conservation of momentum.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    765 views5 pages

    Lesson Plan in Science G11

    Uploaded by

    Jovele Octobre
    The document provides a lesson plan for teaching grade 11 physical science students about momentum. The lesson plan outlines learning objectives, subject matter from various resources, procedures for hands-on activities to demonstrate momentum, practice problems, a discussion of factors that affect momentum, and an evaluation. The goal is for students to understand momentum and be able to solve one-dimensional collision problems using the law of conservation of momentum.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    LESSON PLAN IN GRADE 11-PHYSICAL SCIENCE

    Content Standard
    The learners demonstrate an understanding of mass, momentum and energy
    conservation.

    Learning Competencies/Objectives
    The learner shall be able to explain the contributions of scientists to our understanding
    of mass, momentum and energy conservation. S11/12Ps-IVe-54

    I. OBJECTIVES:
    The learner should be able to:
    1. discuss momentum;
    2. relate momentum to Newton’s second law; and
    3. solve problems involving momentum.

    II. SUBJECT MATTER:


    A. Topic: Momentum
    B. Learning Resources:
    1. Physics by Gary B. Coronado and Boncodin, Maria Carmela pp.
    100-101
    2. The World of Physics by Vern J. Ostdiek and Bord, Donald pp. 78-
    84
    3. https://www.youtube.com/watch?v=mn34mnnDnKU
    C. Materials: toy cars, block of wood, protractor, board or plank, meter stick,
    books

    III. PROCEDURES:
    A. Review
    CAN YOU STILL REMEMBER?
    A Video Presentation of the “Newton’s Law of Motion”

    Guide Questions:
    1. What are the three laws formulated by Newton?
    2. How will you compare and contrast the three laws of motion?
    3. What causes the object to move or stop based from the video
    presented?
    4. How will you relate mass from force? Force from acceleration? How
    about acceleration and mass?
    5. Cite some examples of Newton’s Law of Motion present in your
    daily life.

    B. Establishing a purpose for the lesson:


    Explain momentum and use the law of conservation of momentum to
    solve one dimensional collision problem.

    C. Presenting examples/instances of the new lesson:


    Ask: What makes things move? Why do some objects move continuously
    while some moving objects stop suddenly?

    D. Discussing concepts and practicing new skills # 1:

    MOMENTUM ON THE GO
    Materials
     Toy cars with varying sizes and mass
     Plank
     Block of wood
     Protractor
     Marker
     Book
     Meterstick

    Procedure:
    1. Place several books on top of a table and position the plane board
    at an angle of about 300 from the horizontal.
    2. Using masking tape and marker, label distances of every 20 cm
    starting from the lower portion of the inclined plane up to the other
    edge of the inclined plane.
    3. Place the block of wood about 10 cm from the foot of the inclined
    plane. Label this as the block’s initial position.
    4. Measure how far the block moved. Record this as the stopping
    distance.
    The Stopping Distance of the Light and Heavy Toy Car
    Initial Distance Stopping Distance Stopping Distance
    (cm) of Light Toy (cm) of Heavy Toy
    Car Car
    20
    40
    60
    80

    5. Repeat steps 3 and 4 while varying only the initial position/distance


    for 40 cm, 60 and 80 cm.
    6. Do steps 3 to 5, this time using the heavy toy car. Record your date
    on the table.

    Guide Questions:
    1. How will you compare the stopping distance of the light toy
    and heavy toy car?
    2. What are the factors that affect momentum?
    3. How will you differentiate mass from velocity?
    4. What do you think happens to the velocity of the two cars as
    the point of release increases?
    5. How will you relate mass from momentum? How about
    velocity from momentum?

    E. Discussing new concepts and practicing new skills # 2:

    MOMENTUM CHALLENGE

    Direction: Solve the given problem below.


    1. A bowling ball of which the mass is 5 kg is rolling at a rate of 2.5
    m/s. What is its momentum?
    2. A skateboard is rolling at a velocity of 4 m/s with a momentum of
    8.0 kg.m/s. What is its mass?
    3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum
    of 10 kg. m/s. What is its velocity?

    Analysis:
    1. How will you explain momentum mathematically?
    2. What are the factors that affect momentum?
    3. How will you relate mass from momentum? How about mass
    from velocity?
    F. Developing Mastery:
    Consider a cargo truck with a mass of 10, 000 kilograms traveling at a
    velocity of 40 kilometers per hour and a small truck with a mass of 200
    kilograms traveling at the same velocity as shown below. If the two
    vehicles suddenly lose their breaks and crash against the wall, which do
    you think would be more damaging? On what factor would the impact of
    collision depend if their velocities are the same?

    G. Finding practical applications of concepts and skills in daily life:


    Which has a greater momentum, an airplane parked in a hangar or a car
    going down a hill?

    H. Making Generalization and abstraction about the lesson:

    VIDEO OF KNOWLEDGE

    K-W-L
    What do I KNOW? What I WANT to What Did I LEARN?
    know?

    IV. Evaluating Learning


    Direction: Write true if the statement is correct. If it is false, change the
    underlined word to make the statement correct.
    1. A fired bullet has a large momentum despite its small mass because it is
    moving very fast. (True)
    2. A sleeping carabao has a large momentum. (zero)
    3. An object can have a large momentum if it has a large mass, slow speed
    or both. (high)
    4. Mass and velocity are the factors that affect momentum.(True)
    5. Momentum is a scalar quantity. (Vector)

    V. AGREEMENT
    1. Bring the following materials:
    1.1 raw egg
    1.2 plastic
    1.3 large handkerchief
    2. What are the factors that affect the force of impact on moving objects?
    3. How will you explain impulse?
    VI. REFLECTION
    A. No. of learners who earned 80% in the
    evaluation
    B. No. of learners who required additional
    activities for remediation?
    C. Did the remedial lessons work? No. of
    learners who have caught up with the
    lesson
    D. No. of learners who continue to require
    remediation?
    E. Which of my teaching strategies worked
    well? Why did these work?
    F. What difficulties did I encounter which my
    principal or supervisor can help me solve?
    G. What innovation or localized materials did I
    use/discover which I wish to share with
    other teachers?

    Prepared:

    KRISTINE GRACIA B. FADERA


    SHS Science Teacher

    Noted:

    AGNES A. ALEGRE
    Head Teacher III-Science

    Evaluated:

    CLARISSA P. TIBAR
    Master Teacher II in English/LR Coordinator

    Approved:

    HENRY A. SABIDONG
    Principal III

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